Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Graduation Dropout Rates topic
No spam. Unsubscribe anytime.
JPS reports steady 83.7% graduation rate for 2024–25; dropout rate falls to 13.9%
Summary
District officials reported the 4‑year cohort graduation rate held at 83.7% for 2024–25, with the dropout rate declining to 13.9%; staff described targeted initiatives to improve outcomes and said only one school remains under state restructuring.
District staff reported to the board that Jackson Public Schools’ four‑year graduation rate for 2024–25 held at 83.7%, the same as the previous year, while the district dropout rate decreased to 13.9%.
The presenter gave trend data comparing the district to state averages, noting that while the state’s rate dipped slightly (from 89.4% to 89.2%), JPS maintained its rate. The district said it set a strategic‑plan target of 90% by 2029 and had aimed for an interim 84% this year; staff said the current cohort was short by five graduates to meet the 84% mark.
Officials said the cohort included 1,690 students with 1,450 completers; district staff calculated that adding 39 more graduates next year would move the district toward an 86% goal. The presenter also showed school‑level results: several schools (Callaway, Forest Hill, Jim Hill) improved their rates while Lanier, Murray, Provine and Wingfield showed slight declines. The presenter said only Provine currently falls below the state’s 85% requirement and therefore is listed in restructuring.
Subgroup data showed mixed results: the graduation rate for male students fell from 80.8% to 78.8%; students with disabilities declined slightly (67.5% to 66%); English learners, homeless students and White students saw increases; Hispanic/Latino students saw a decline. The presenter noted subgroup counts and that a minimum of 10 students per subgroup is required for reporting.
District staff summarized five primary reasons for dropout identified through data review—academic challenges (including end‑of‑course exam failures), family issues, employment needs, school environment and personal circumstances—and outlined interventions: MTSS early identification, content and credit recovery, family engagement such as a family/parent academy, fast‑track and REAP programs for overaged students, expanded mental‑health and SEL services, and partnerships for behavioral health on campus.
Board members asked follow‑up questions about mental‑health screening and supports; staff described screening, referral pathways, on‑site partners such as Marion Counseling and Heinz Behavioral Health Services, mandatory SEL curriculum in secondary opportunity blocks, and training for teachers to identify students at risk. No formal vote was required on the informational report.
